TY - JOUR
T1 - Emotional and Learning Disorders in 6–12‐Year-Old Boys Attending Special Schools
AU - HARRIS, JAMES C.
AU - KING, SUSANNE L.
AU - REIFLER, JANE P.
AU - ROSENBERG, LEON A.
N1 - Funding Information:
This investigation was supported by funding from the Kanner family and the Serdna Foundation.
PY - 1984
Y1 - 1984
N2 - In two referral schools serving children aged 6–12 in a large metropolitan area, one a special school for learning disability (LD) and the other a special school for severely emotionally disturbed (ED), the Edelbrock and Achenbach Child Behavior Checklist-Teacher's Report Form was completed by the primary teacher on male students 4 weeks before the end of the school term to determine the prevalence and pattern of behavioral and emotional disorder in the two settings. Behavioral profiles were similar; students in the ED school, however, had statistically higher total scores (p < 0.02), higher externalizing and internalizing scales (p < 0.03), social withdrawal (p < 0.001), self-destructive (p < 0.03), inattentive (p < 0.04), and nervous/overactive (p < 0.05) scale scores than the LD group. Although less disturbed, the LD group is the 85th percentile for behavior disturbance. It is concluded that special services for behavior disorder are needed for the LD group and instruction for specific learning problems required for the ED group.
AB - In two referral schools serving children aged 6–12 in a large metropolitan area, one a special school for learning disability (LD) and the other a special school for severely emotionally disturbed (ED), the Edelbrock and Achenbach Child Behavior Checklist-Teacher's Report Form was completed by the primary teacher on male students 4 weeks before the end of the school term to determine the prevalence and pattern of behavioral and emotional disorder in the two settings. Behavioral profiles were similar; students in the ED school, however, had statistically higher total scores (p < 0.02), higher externalizing and internalizing scales (p < 0.03), social withdrawal (p < 0.001), self-destructive (p < 0.03), inattentive (p < 0.04), and nervous/overactive (p < 0.05) scale scores than the LD group. Although less disturbed, the LD group is the 85th percentile for behavior disturbance. It is concluded that special services for behavior disorder are needed for the LD group and instruction for specific learning problems required for the ED group.
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U2 - 10.1016/S0002-7138(09)60321-6
DO - 10.1016/S0002-7138(09)60321-6
M3 - Article
C2 - 6747149
AN - SCOPUS:0021592733
SN - 0002-7138
VL - 23
SP - 431
EP - 437
JO - Journal of the American Academy of Child Psychiatry
JF - Journal of the American Academy of Child Psychiatry
IS - 4
ER -